Retrieval practice in a secondary science classroom

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To help our pupils learn, we need to consider an important question: how can we ensure that information is transferred to long-term memory and stays there? A number of experiments following Hermann Ebbinghaus’ study on memory and forgetting in the late 19th century have found that new learning is very quickly forgotten. Therefore, a central challenge to improving the way we learn is in finding a way to interrupt the process of forgetting.  Retrieval describes the process of bringing something to the front of your mind, from your long-term memory into your working memory for active processing. Imagine racking your brain, trying to remember the answer to a question that you are sure you know. It is this process of thinking hard to try and recall information that strengthens memory and learning. In the classroom, retrieval practice most commonly takes the form of low-stake testing as a way to review previously learned material. If we do this regularly, we can effectively interrupt the

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This Post Has 4 Comments

  1. A
    Abul Kalam Aziz

    Great to understand different phases of the lesson that incorporates this approach into learning.

  2. A
    Angela Murphy

    Good stuff. The intended content is really useful but so is this example of settling high expectation and routine at the start of the lesson. Enjoyed watching.

  3. M
    Mr David Paul Smith

    This is the first example I’ve seen of live marking. It looks very effective and keeps the class going.

  4. M
    Mrs Sally Ann Wilcher

    Live marking is certainly a very quick and easy way to spot misconceptions there and then and effectively put these right before they have had a chance to embed, something that should be worked into lessons as good practice.


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